| تعداد نشریات | 24 |
| تعداد شمارهها | 851 |
| تعداد مقالات | 7,575 |
| تعداد مشاهده مقاله | 13,413,724 |
| تعداد دریافت فایل اصل مقاله | 11,580,442 |
The Construct of Interlanguage Pragmatic Learning Strategies: Investigating Preferences of High vs. Low Pragmatic Performers | ||
| Teaching English as a Second Language Quarterly (Formerly Journal of Teaching Language Skills) | ||
| مقاله 7، دوره 33، شماره 4، خرداد 2015، صفحه 153-180 اصل مقاله (158.58 K) | ||
| نوع مقاله: Research Paper | ||
| شناسه دیجیتال (DOI): 10.22099/jtls.2015.3016 | ||
| نویسندگان | ||
| Zia - Tajeddin* 1؛ Ali Malmir2 | ||
| 1Allameh Tabataba’i University | ||
| 2Allameh Tabataba'i University | ||
| چکیده | ||
| Interlanguage pragmatics (ILP) has witnessed a growing body of research in the past two decades. One of the under-explored domains of L2 pragmatics is the role of learning strategies specifically tailored for the development of ILP knowledge. Therefore, this investigation aimed to determine the significant interlanguage pragmatic learning strategies (IPLS) used by high vs. low L2 pragmatic achievers. It was conducted in two phases. First, a multiple-choice discourse completion test including five common English speech acts was administered to 500 EFL learners. Next, 80 highest and 80 lowest ILP performers were orally interviewed and their answers were audio-taped. The most important interlanguage pragmatic learning strategies were extracted from L2 learners' interviews. The elicited IPLS were arranged based on Cohen's (2005, 2010) classification, the findings of the study itself, and an analogy with general language learning strategies (LLS) classification suggested by Oxford (1990). The extracted IPLS were divided into six categories of memory-related, cognitive, social, affective, metacognitive and compensatory IPLS. The high ILP performers used more strategies in all the six categories. The main conclusion of this study is that the use of more IPLS means a better ILP knowledge of speech acts. The most significant implication of the current study was that ILPS need to be taught to L2 learners to enhance their ILP knowledge in general and their speech-act-specific competence in particular. | ||
| کلیدواژهها | ||
| interlanguage pragmatic learning strategies (IPLS)؛ language learning strategies (LLS)؛ pragmatic performance strategies (PPS)؛ ILP achievers | ||
| مراجع | ||
|
Alcón Soler, E., &, Martinez-Flor, A. (2008). Investigating pragmatics in foreign language learning, teaching and testing.Bristol, England: Multilingual Matters. Al-Gahtani, S., & Roever, C. (2011). Proficiency and sequential organization of L2 requests. Applied Linguistics, 3(1), 42-65. Bagherkazemi, M. (2013). Interlanguage pragmatic development: Impacts of individual output, collaborative output, input enhancement, metapragmatic awareness raising, and pragmatic learning strategies. Unpublished Ph.D. dissertation. Allameh Tabataba'i University. Iran, Tehran. Bardovi-Harlig, K. (2013). Developing L2 pragmatics. Language Learning, 63(1), 68-86. Barron, A. (2003). Acquisition in interlanguage pragmatics: Learning how to do things with words in a study-abroad context. Philadelphia: John Benjamin’s Publications. Blitvich, P. G. C. (2006). Interlanguage pragmatics: A response to Andrew Cohen's “Strategies for learning and performing L2 speech acts” published in Vol. 2, No. 3, of Intercultural Pragmatics. Intercultural Pragmatics, 3 (2), 213-223. Chamot, A. U. (2004). Issues in language learning strategy research and Teaching. Electronic Journal of Foreign Language Teaching, 1(1), 14-26. Cohen, A. D. (1996). Developing the ability to perform speech acts. Studies in Second Language Acquisition, 18(2), 253-267. Cohen, A. D. (2003). Learner strategy training in development of pragmatic ability. In A. Martínez Flor, E. Usó Juan, & A. Fernández Guerra (Eds.), Pragmatic competence and foreign language teaching (pp. 93-108). Castelló de la Plana, Spain: Publicacions de la Universitat Jaume. Cohen, A. D. (2005). Strategies for learning and performing L2 speech acts. Intercultural Pragmatics, 2(3), 275-301. Cohen, A. D. (2008a). The teaching of pragmatics in the EFL classroom. ILI Language Teaching Journal, 3(2), 1-28. Cohen, A. D. (2008b). Speaking strategies for independent learning: A focus on pragmatic performance. In S. Hurd & T. Lewis (Eds.). Language learning strategies in independent settings (pp. 119-140). Clevedon, England: Multilingual Matters. Cohen, A. D. (2010). Strategies for learning and performing speech acts. In N. Ishihara and A. D. Cohen (Eds.). Teaching and learning pragmatics: Where language and culture meet (pp. 227-243). Harlow, Essex, England: Longman / Pearson Education. Cohen, A. D. (Ed.). (1998). Strategies in learning and using a second language. Cambridge: Cambridge University Press. Cohen, A. D., & Ishihara, N. (2005). A web-based approach to strategic learning of speech acts. Retrieved March, 14th, 2012 from www.carla.umn.edu/speechacts/Japanese Cohen, A. D., & Olshtain, E. (1993). The production of speech acts by EFL learners. TESOL Quarterly, 27(1), 33-56. Cohen, A. D., & Shively, R. L. (2007). Acquisition of requests and apologies in Spanish and French: Impact of study abroad and strategy-building intervention. Modern Language Journal, 91(2), 189-212. Cohen, A. D., & Sykes, J. M. (2006). The development and evaluation of the self-access website for learning Spanish speech acts. Paper presented at the annual joint AAAL-ACLA/CAAL conference, Montreal, CN, 17 June, 2006. Cohen, A. D., & Sykes, J. M. (2013). Strategy-based learning of pragmatics for intercultural education. In F. Dervin & A. J. Liddicoat (eds.), Linguistics for intercultural education (pp. 210-232). Amsterdam/Philadelphia: John Benjamins. Cohen, A. D., & Weaver, S. J. (2006). Styles and strategies-based instruction: A teachers’ guide. Minneapolis, MN: Center for Advanced Research on Language Acquisition, University of Minnesota. Cohen. A. D. (2007). Coming to terms with language learner strategies: Surveying the experts. In A. D. Cohen & E. Macaro (Eds.). Language learner strategies: 30 years of research and practice (pp. 29-45). Oxford, UK: Oxford University Press. Ellis, R. (2008). The study of second language acquisition (2nd ed.) Oxford: Oxford University Press. Felix-Brasdefer, C. (2008). Pragmatic development in the Spanish as a FL classroom: A cross-sectional study of learner requests. Intercultural Pragmatics, 4(2), 253-287. Félix-Brasdefer, C., & Cohen, A. D. (2012). Learner strategies for performing intercultural pragmatics. MinneWITESOL Journal, 28, 13-24. Félix-Brasdefer, J. C. (2007). Pragmatic development in the Spanish as a FL classroom: A cross-sectional study of learner requests. Intercultural Pragmatics, 4 (2), 253-286 Grenfell, M., & Harris, V. (1999). Modern languages and learning strategies: In theory and practice. London: Routledge. Griffiths, C. (2007). Language learning strategies: Student's and teacher's perceptions. ELT Journal, 61(2), 91-99. Griffiths, C. (2008). Age and good language learner. In C. Griffiths (Ed.), Lessons from good language learners (pp. 35-48). Cambridge: Cambridge University Press. Ishihara, N. (2008). Web watch: Dancing with words: Strategies for learning pragmatics in Spanish. Pragmatic Matters [JALT Pragmatics Special Interest Group Newsletter] 9(1), 3 (English), 3 (Japanese, translated by Ishihara). Kasper, G., & Rose, K. (2002). Pragmatic development in a second language. Boston: Blackwell. Oxford, R. (1990). Language learning strategies: What every teacher should know. Rowley, Mass.: Newbury House. Richards, J. C., & Rodgers, T. (2001). Approaches and methods in language teaching (2nd ed.). Cambridge: Cambridge University Press. Schauer, G. A. (2009). Interlanguage pragmatic development: The study abroad context. London: Continuum International Publishing Group. Sykes, J. M., &Cohen, A. D. (2008). Observed learner behaviour, reported use, andevaluationofawebsiteforlearning Spanish pragmatics. InM. Bowles, R. Foote, andS. Perpiñán(eds.).Second language acquisition and research: Focus on form and function. Selected Proceedings of the 2007 Second Language Research Forum (pp. 144-157).Somerville, MA: Cascadilla Press. Sykes, J. M., & Cohen, A. D. (2009). Learner perception and strategies for pragmatic acquisition: A glimpse into online learning materials. In C.R. Dreyer (Ed.). Language and linguistics: Emerging trends (pp. 99-135). Hauppauge, NY: Nova Science Publishers. Taguchi, N. (2011). Teaching pragmatics: Trends and issues. Annual Review of Applied Linguistics, 31(1), 289-310. Yuan, Y. (2012). Pragmatics, perceptions, and strategies in Chinese college English learning.Queensland University of Technology. Unpublished Ph.D. dissertation. Brisbane: Australian. | ||
|
آمار تعداد مشاهده مقاله: 3,573 تعداد دریافت فایل اصل مقاله: 3,518 |
||